The Redundancy Principle

The Redundancy Principle is similar to the Modality Principle except it states that delivering the same words using both audio narration and screen text at the same time is redundant (Clark & Mayer, 2011). "People learn better from graphics and narration than from graphics, narration and on-screen text." (Faculty Center for Learning Development) 

I think this video regarding a MOOC offered by Coursera does not violate the Redundancy Principle because what the instructor is saying (through audio narration in the video) is not replicated as words on the screen. However, the video is embedded on a page with A LOT of text on the screen that competes for the users attention while the video plays on the page. Although the words are not redundant, I believe the viewer may be overwhelmed with words unless he or she uses the feature to enlarge the video to full screen while watching the video.This example does meet the principle because the words on the screen are not the same words spoken in the video.

References

Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Faculty Center for Learning Developoment (no date). University of Hartford. Retrieved January 24, 2016.
https://www.hartford.edu/academics/faculty/fcld/data/documentation/technology/presentation/powerpoint/12_principles_multimedia.pdf

The Modality Principle

According to Clark and Mayer (2011, p 199-122) when many words are being presented with relatively complex visual displays it is better that the words be spoken rather than written so as to leverage both visual and audio human processing, especially if the visual is an animation or video. 

The following dynamic explanation of a computer simulation of knowledge throughput in a work team that I created has an audio explanation that can be heard while the running simulation can be viewed by learners. This is an example of an application of the Modality Principle.The learners' visual attention is directed toward the running simulation while they listen to an audio explanation of what they are seeing.

Reference

Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

Contiguity Principle 2 (temporal contiguity)

According to Clark and Mayer (2011, p 102) Contiguity Principle # 2 is that spoken words should be synchronized with corresponding graphics.In other words, spoken words (audio media) should be contiguous in time with visual images. When spoken words and pictures are integrated people can make meaningful connections between them in working memory (Clark & Mayer, 2011, p 105).

The following slide is part of a (silent) Slideshare presentation available on the Web.

The purpose of the Slideshare presentation represented above is to teach how to integrate an existing audio file into a Slideshare presentation. The odd thing is that the presentation does not include audio, the very feature it intends to teach. While the example above fails to incorporate Contiguity Principle #2 it does present a development tool intended to be used to implement Contiguity Principle #2.

Reference

Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

The Contiguity Principle 1 (spacial contiguity)

According to Clark and Mayer (2011, p 93) the Contiguity Principle #1 is to place printed words near to corresponding graphics.

In my opinion, the following part of a Rubbermaid product description illustrates both the application and the violation of the Contiguity Principle #1.

The source of the image above is is part of the description of a deluxe kitchen drainer offered for sale by the Rubbermaid Corporation.

This example demonstrates the application of Contiguity Principle #1 in that the words, "SHOP NOW" appear in immediate proximity to the image of a shopping cart.

This example demonstrates a violation of continuity Principle #1 in that the explanation of "Microban" appears at a substantial distance from the image representing the Microban feature.

Reference

Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

The Multimedia Principle

According to Clark and Mayer (2011, pp 80-83) the multimedia principle is that it is generally better that words (written or spoken) be accompanied with images (pictures or video). The combination of words and images is especially useful when the learners are relatively new to the material. Learners who already have substantial knowledge in the subject area may be able to learn effectively from either words or images alone.

Here is an example of the Multimedia Principle, derived from an explanation of how to assemble a closet kit that can be purchased from the Rubbermaid corporation.

The example above demonstrates an application of the Multimedia Principle. Users have the benefit of both words and images.

Reference

Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.

The immediate purpose of this blog regard requirements in the course titled Multimedia Design Journal (MEDT 7468). Our studies include principles of instructional design included in one of our textbooks (Clark & Mayer, 2011). As a student I will make at least twenty celign-related posts here as follows.

1. Multimedia Principle
2. Contiguity Principle #1
3. Contiguity Principle #2
4. Modality Principle
5. Redundancy Principle
6. Coherence Principle #1
7. Coherence Principle #2
8. Coherence Principle #3
9. Personalization Principle #1
10. Personalization Principle #2
11. Personalization Principle #3
12. Segmenting Principle
13. Worked Example Principle #1
14. Worked Example Principle #2
15. Practice Principle #1
16. Practice Principle #2
17. Learner Control Principle (choice of 1)
18. Learner Control Principle (choice of another)
19. Thinking Skills Principle (choice of 1)
20. Games and Simulations Principle

The posts here are likely to be similar to the posts available in Dr. Huett's eds blog.

Dr. Huett' eds blog

For each of my assignment posts here I intend to create a screenshot of the principle in action, a descriptive URL where the example originated, a brief definition of what the principle is, and an explanation of how the example does or does not meet the principle.

Reference

Clark, R. C. & Mayer, R.E. (2011). E-learning and the science of instruction: Proven Guidelines for consumers and designers of multimedia learning. San Francisco: Pfeiffer.